an exploration into the subjective emotional experiences of

The clinical psychology training program at the University of Limpopo (Medunsa campus) is contextualized within the theoretical paradigm of general systems theory. The sample size consisted of five trainees of the 2011 Master's Training Program in Clinical Psychology at the Medunsa campus.

MOTIVATION FOR THE STUDY

Consequently, Karter (2002) likened the process of training a therapist to a form of personal deconstruction, followed by a process that involves building a new way of thinking and being. Formal research into this aspect is needed in order to base a comprehensive and science-based program on the results of helping participants cope with the emotions experienced in the early stages of training.

AIMS AND OBJECTIVES OF THE STUDY

7 While research has examined the psychological adjustment and emotional experiences of clinical psychologists, little research has examined the subjective emotional experiences of trainee psychologists, particularly during their first block or early stages of training. These transcripts were presented to two independent clinical psychologists to obtain their clinical observations and comments regarding the subjective emotional experiences of Msc1 clinical psychology trainees at the University of Limpopo (Medunsa Campus) during their first block of training.

DEFINITION OF KEY CONCEPTS

The researcher used an interview guide that contained a list of questions to be explored during an interview in which the researcher could explore, explore, and ask questions that would clarify that specific topic. Context – the whole situation, background or environment in which communication takes place (Watzlawick, Beavan & Jackson in Vorster, 2003).

CHAPTER OVERVIEW

INTRODUCTION

The Relevance of the Training Programme

Central themes that have presented challenges in clinical psychology training have been cultural sensitivity, fairness, appropriateness, inclusion or overcoming cultural biases. 21 In addressing the limitations of clinical psychology training, it has been suggested that the discipline should reflect on the theoretical paradigms that support its individualistic, patriarchal orientations.

Race and Clinical Psychology Training in South Africa

Racism in training has been experienced by black trainees at various levels. Watson's (2006) review of black trainees uncovered examples of personal and institutionalized racism operating in the training context.

THE CLINICAL PSYCHOLOGIST

Scope of Practice

Psychological Assessment
Psychological Intervention
Training and Supervision Roles
Ethics and Legislations
Professional Practice
Research

Clinical psychologists assess, diagnose, and provide psychological interventions to help people with life challenges, especially those with relatively severe forms of psychological distress and/or psychopathology. From the definitions, descriptions and role above, a clinical psychologist could therefore be broadly described as someone who is flexible in their repertoire of roles and, importantly, facilitates the healing process for someone in need of therapy.

Requirements for Training

It is therefore clear that most of the applications that were not accepted into the program would have been satisfactory had they been accepted. Unfortunately, not all would be clinical psychologists, as only a limited number of students, 6 to 12, are selected each year due to the intensity of the program.

CLINICAL PSYCHOLOGY TRAINING

The Training Context

According to him, personal therapy is not only about knowing yourself better, in order to become a more coherent, empathetic and effective therapist. Although Kater (2002) believes that personal therapy is an essential medium for self-exploration, in his opinion this is by no means the complete picture.

The Intensity and Broadness of Training

The first year of the master's program consists of university-based training where a combination of both academic and practical training is undertaken. According to Luchins (2000), most institutions that offer psychotherapy tend to be dedicated to publicizing the viewpoints of a particular school of thought.

Implications of Training on the Trainee

52 According to Stefano et al. 2007), the development path is difficult in the initial phase of psychotherapy training, where trainees are expected to quickly take on the role of psychologist. Karter (2002) states that during the early stages of training, trainees are introduced to a different world than the one in which they grew up.

CONCLUSION

Feeling inadequate, small, unworthy, lost and alone, or a combination of all of the above, is not only normal, but can also indicate an attitude that is desirable and healthy in terms of the capacity for self-examination and self-reflection. , what a good therapist needs.

INTRODUCTION

Epistemology Defined

Definition of a System
Subsystems
Hierarchies
Communication
Nonsummativity
Circularity
Feedback
Homeostasis
Open and Closed Systems

Boundaries are rules that keep system members separate from each other and give the system a certain identity. For this reason, the boundaries of a system and its rules act as a door for the flow of information in and out of the system. According to Becvar & Becvar (2000), whether feedback is positive or negative, it is related to the context of the system.

Development Background and Principles of General Systems Epistemology

In summary, the core concepts of General Systems Theory can be described as those related to wholeness, organization, and pattern formation. From the beginning of the development of the systems perspective and systems thinking, the term 'cybernetics' emerged. This notion is in line with the saying that the truth lies in the eyes of the beholder (Ernst, 2008).

PERSON-CENTERED THEORY .1 Background and Development

Person-Centered Therapist
The Therapeutic Relationship

The therapist will rarely assume the role of counselor, teacher, or attempt to interpret the client's behavior. It is a unique, unpredictable encounter based on the therapist's response to the client's request for help. The first phase requires the therapist to build a meaningful, collaborative and therapeutic relationship with the client.

The Core Conditions in Person-Centered Theory

Congruence
Unconditional Positive Regard

It requires the therapist to be aware of his own feelings and process, as well as the client's. The therapist must therefore try to enter the client's internal frame of reference. According to Rogers (1959), UPR in therapy is the quality of the therapist's experience with the client.

Trainees are also sensitized to the importance of constant awareness of the context in which observed behavior occurs. The general perspective of the psychodynamic approach is created using certain theories and techniques. Several authors raise the question of resistance to systems thinking on the part of practitioners (Bertalanffy, 1962; Sluzki, 1974; Liddle, 1991).

CONCLUSION

Therefore, at the beginning of psychotherapy training, trainees at the Medunsa campus are explicitly warned about the implications of the training on them and their significant others. 96 effective therapist must take can not be done, but can only be a part of a person and a way being. Thus, trainees in the early stages of their careers struggle to be therapists; however, this is part of experiential learning and becoming effective therapists.

INTRODUCTION

Aims of Qualitative Research

100 In addition, qualitative research aims to understand social life and the meaning people attach to everyday life, and to understand the subjective world of the participants. It also produces descriptive data about the participant's beliefs and values that underlie the phenomena. Data in qualitative research is in the form of words, including quotes or descriptions of specific events (de Vos in Ernst, 2008).

Characteristics of Qualitative Research

In its broadest sense, it refers to research that elicits participant accounts of meaning, experience or perceptions (Patton, 2002).

Strengths and Limitations of Qualitative Research

101 o Methods are created ad hoc and are often specific to the researcher or. Therefore, the end product of what the researcher wants to elucidate may expose one training context to have been worse than the other, thereby channeling the study and showing bias in the study itself. Whatever the researcher wants to find out, there are likely to be many ways to do it.

RESEARCH DESIGN

The Aim of the Study
Research Question
Objectives of the Study The objectives of the study are
Sampling
Data Collection
Data Analysis
Quality and Trustworthiness

What are the subjective emotional experiences of Msc1-Clinical Psychology trainees at the University of Limpopo (Medunsa Campus) during their first block of training. Interviews will be scheduled based on the availability of trainees and will be conducted as part of the training. In addition, the next chapter will systematically present the findings of the study according to the steps described by the analysts (see page 109).

RESEARCH METHOD .1 Research Context

Research Procedure
Research Sample
Data Gathering
Data Analysis
Quality and Trustworthiness

Therefore, as highlighted in the research design, it was important for the researcher to remain person-centred. These transcripts are based on the following question: "what are your observations and comments about the experiences of trainees in clinical psychology at the University of Limpopo (Medunsa campus) during their first block of training?" The clinical psychologists then reached a consensus through a process of discussing the main themes in the transcripts provided by the researcher. Quality and reliability of the present study was ensured as stipulated in the research design.

INTRODUCTION

AIM OF THE STUDY

RESEARCH RESULTS

First Participant

Summary of the biographical information and identification of natural meaning units in the interview data
Description of the participant’s experiences relating to questions posed

When it comes to procedural language, it's something else, you know nothing, you don't even know what it's like when you know something... It's like you know the feeling, but you can't figure out the one you know , until your teacher actually says it's disappointment. I actually got to a point where I was distraught because you think you know the feeling and you come to class and listen to it and it's like the reflection wasn't accurate….

Second Participant

I don't want them to know because I feel that some of the things you know are confidential. I feel like this context just peels back all the layers right now because I'm a person who's constantly guarded, you know. It's a challenge you know..umm..well we're learning a whole new language that's very foreign to me and it's getting a bit more you know.

Fifth Participant

Within the educational context, she liked to feel validated as a person, by context as well as by her colleagues. Verbalizing her experiences within her subgroup was one of her coping mechanisms in the training context. P1, P3 & P5 experienced the training as professionally, mentally and emotionally challenging, which was overwhelming for them.

Description of the identified themes that emerged across participants

Controlling, conducting person-centred therapy, tasks or activities that take place in the context of training are all facilitated through language. In the current study, trainees seemed to be coping and mobilizing with overwhelming experiences in the training context as illustrated by P1 “…. I was motivated. Of further note, Watson's (2006) review of Black trainees revealed examples of personal and institutionalized racism operating in the training context.

STRENGTHS OF THE STUDY

Therefore, according to Nel, the training context can be seen as an evolving relational system. Furthermore, it became clear that trainees further experience challenges in their social contexts, such as families and relationships outside the training context. This study was conducted one week after the trainee's first block in the training context, which lasts approximately four weeks.

LIMITATIONS OF THE STUDY

This allowed the trainees to reflect back on the process, take a meta-perspective and make sense of the training while the experience is still new. The impact of racism on the experience of training in a clinical psychology course: Reflections of three black trainees. The effect of a one-year training program in clinical psychology on trainees' family systems: A preliminary study.